Classroom Management: Teaching English As A Foreign or Second Language

‫‪TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE‬‬
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‫‪Part 2‬‬
‫‪Chapter 5‬‬
‫‪Classroom Management‬‬
‫? ‪Q/ What is classroom management‬‬
‫س ‪ /‬ﻣﺎ ھﻲ إدارة اﻟﻔﺻول اﻟدراﺳﯾﺔ ؟‬
‫‪Refers to the way teachers organize what goes on in the classroom. As the most powerful‬‬
‫‪person in classroom , the teacher has the authority to influence the kind of interaction‬‬
‫‪that goes on in the class and this interaction is created from a combination of many‬‬
‫‪related factors.‬‬
‫ﯾﺷﯾر إﻟﻰ اﻟطرﯾﻘﺔ اﻟﺗﻲ ﯾﻧظم ﺑﮭﺎ اﻟﻣﻌﻠﻣون ﻣﺎ ﯾﺟري ﻓﻲ اﻟﻔﺻل‪ .‬ﺑﺻﻔﺗﮫ اﻟﺷﺧص اﻷﻗوى ﻓﻲ اﻟﻔﺻل ‪ ،‬ﯾﺗﻣﺗﻊ اﻟﻣﻌﻠم‬
‫ﺑﺳﻠطﺔ اﻟﺗﺄﺛﯾر ﻋﻠﻰ ﻧوع اﻟﺗﻔﺎﻋل اﻟذي ﯾﺣدث ﻓﻲ اﻟﻔﺻل وﯾﺗم إﻧﺷﺎء ھذا اﻟﺗﻔﺎﻋل ﻣن ﺧﻼل ﻣﺟﻣوﻋﺔ ﻣن اﻟﻌواﻣل ذات‬
‫اﻟﺻﻠﺔ ﻣﺛل ﻛﯾف ﯾﺗﺣدث اﻟﻣﻌﻠم وﻣﺎ ﯾﻘوﻟﮫ اﻟﻣﻌﻠم وﻛﯾف ﯾﻌطﻲ اﻟﻣﻌﻠم ﺗﻌﻠﯾﻣﺎت ﺗﺑﻘﻲ اﻟطﻼب ﻓﻲ ﻣﮭﻣﺔ وﯾﺟﻌل اﻟﻠﻐﺔ‬
‫ﻣﻔﮭوﻣﺔ ﻟﻠطﻼب‪.‬‬
‫‪Q/ What are the factors that can help to create interaction in English inside the‬‬
‫? ‪classroom‬‬
‫س ‪ /‬ﻣﺎ ھﻲ اﻟﻌواﻣل اﻟﺗﻲ ﯾﻣﻛن إن ﺗﺳﺎﻋد ﻓﻲ ﺧﻠق اﻟﺗﻔﺎﻋل ﻓﻲ اﻟﻠﻐﺔ اﻷﻧﻛﻠﯾزﯾﺔ داﺧل اﻟﻔﺻول اﻟدراﺳﯾﺔ ؟‬
‫ﻛم ﯾﺗﺣدث اﻟﻣﻌﻠم وﻣﺎ ﯾﻘوﻟﮫ ‪1.How much the teacher talks and what he says.‬‬
‫ﻛﯾف ﯾﻌطﻲ اﻟﻣﻌﻠم اﻟﺗﻌﻠﯾﻣﺎت ‪2.How the teacher gives instructions.‬‬
‫أﺟﻌل اﻟطﻼب ﻓﻲ ﻣﮭﻣﺔ ‪3.Keep students on task.‬‬
‫أﺻﻧﻊ ﻟﻐﺔ ﻣﻔﮭوﻣﺔ ‪4.Make language comprehensible.‬‬
‫? ‪Q/ What is the main goal of classroom management‬‬
‫س ‪ /‬ﻣﺎ ھو اﻟﮭدف اﻟرﺋﯾﺳﻲ ﻹدارة اﻟﻔﺻول اﻟدراﺳﯾﺔ ؟‬
‫‪The goal of classroom management is to create a classroom atmosphere conducive to‬‬

‫‪interacting in English in meaningful ways so that students can make progress in learning‬‬
‫‪English.‬‬
‫اﻟﮭدف ﻣن إدارة اﻟﻔﺻول اﻟدراﺳﯾﺔ ھو ﺧﻠق ﺟو اﻟﻔﺻول اﻟدراﺳﯾﺔ ﯾﻔﺿﻲ إﻟﻰ اﻟﺗﻔﺎﻋل ﺑﺎﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﺑطرق ذات‬
‫ﻣﻌﻧﻰ ﺑﺣﯾث ﯾﻣﻛن ﻟﻠطﻼب اﻟﻘﯾﺎم ﺑﮭﺎ اﻟﺗﻘدم ﻓﻲ ﺗﻌﻠم اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‪.‬‬
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‫‪Page | 1‬‬ ‫‪Instagram : krezmas‬‬ ‫‪By : Ammar Yousif‬‬
‫‪Q/ How can EFL / ESL teachers use knowledge of classroom management to create‬‬
‫? ‪opportunities for students to internet in English in meaningful ways‬‬
‫س ‪ /‬ﻛﯾف ﯾﻣﻛن ﻟﻣﻌﻠﻣﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ ‪ /‬اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ اﺳﺗﺧدام اﻟﻣﻌرﻓﺔ ﻓﻲ إدارة اﻟﻔﺻول‬
‫اﻟدراﺳﯾﺔ ﻟﺧﻠق ﻓرص ﻟﻠطﻼب ﻋﻠﻰ اﻹﻧﺗرﻧت ﺑﺎﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﺑطرق ذات ﻣﻌﻧﻰ ؟‬
‫‪1.Teacher Talk‬‬
‫‪it is not how much time we spend talking, but rather the way we use talk to promote‬‬
‫‪meaningful interaction that is significant. Certain uses of teacher talk lack this purpose‬‬
‫‪and are therefore not productive.we can elect to use English selectively and purposefully‬‬
‫‪to answer students' questions, give instructions, demorn- strate useful reading processes,‬‬
‫‪explain homework assignments relate an amusing stpry that students can comprehend,‬‬
‫‪participate i aily interpersonal communications with students in English, and use teacher‬‬
‫‪talk as part of the students' planned listening comprehension experience, such as a‬‬
‫‪dictation.‬‬
‫‪.١‬ﻧﻘﺎش اﻟﻣﻌﻠم‬
‫ﻟﯾس ﻣﻘدار اﻟوﻗت اﻟذي ﻧﻘﺿﯾﮫ ﻓﻲ اﻟﺣدﯾث ‪ ،‬وﻟﻛن اﻟطرﯾﻘﺔ اﻟﺗﻲ ﻧﺳﺗﺧدم ﺑﮭﺎ اﻟﺣدﯾث ﻟﺗﺷﺟﯾﻊ اﻟﺗﻔﺎﻋل اﻟﮭﺎدف أﻣر ﻣﮭم‪.‬‬
‫ﺗﻔﺗﻘر ﺑﻌض اﻻﺳﺗﺧداﻣﺎت ﻟﻣﺣﺎدﺛﺔ اﻟﻣﻌﻠم إﻟﻰ ھذا اﻟﻐرض ‪ ،‬وﺑﺎﻟﺗﺎﻟﻲ ﻓﮭﻲ ﻏﯾر ﻣﻧﺗﺟﺔ‪ .‬ﯾﻣﻛﻧﻧﺎ اﺧﺗﯾﺎر اﺳﺗﺧدام اﻟﻠﻐﺔ‬
‫اﻹﻧﺟﻠﯾزﯾﺔ ﺑﺷﻛل اﻧﺗﻘﺎﺋﻲ وھﺎدف ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ أﺳﺋﻠﺔ اﻟطﻼب ‪ ،‬وإﻋطﺎء اﻟﺗﻌﻠﯾﻣﺎت ‪ ،‬وﺗﺣدﯾد ﻋﻣﻠﯾﺎت اﻟﻘراءة اﻟﻣﻔﯾدة ‪،‬‬
‫وﺷرح ﻣﮭﺎم اﻟواﺟﺑﺎت اﻟﻣﻧزﻟﯾﺔ اﻟﺗﻲ ﺗﺗﻌﻠق ﺑﻣﺗﻌﺔ ﻣﺳﻠﯾﺔ ﯾﺳﺗطﯾﻊ اﻟطﻼب ﻓﮭﻣﮭﺎ ‪ ،‬ﺷﺎرك ﻓﻲ اﻟﺗواﺻل اﻟﺷﺧﺻﻲ ﻣﻊ‬
‫اﻟطﻼب ﺑﺎﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ‪ ،‬واﺳﺗﺧدم ﻛﻼم اﻟﻣﻌﻠم ﻛﺟزء ﻣن ﺗﺟرﺑﺔ ﻓﮭم اﻻﺳﺗﻣﺎع اﻟﻣزﻣﻊ ﻟﻠطﻼب ‪ ،‬ﻣﺛل اﻹﻣﻼء‪.‬‬
‫‪2.The Teacher's Question‬‬
‫‪It is very important that teacher understand and be aware of questioning behaviors (the‬‬
‫‪benefit of questioning behaviors) because it can benefit those who want to stimulate‬‬
‫‪students to communicate in English in meaningful ways.‬‬
‫‪.٢‬ﺳؤال اﻟﻣﻌﻠم‬
‫ﻣن اﻟﻣﮭم ﺟدآ أن ﯾﻔﮭم اﻟﻣﻌﻠم ﺳﻠوﻛﯾﺎت طرح اﻷﺳﺋﻠﺔ وأن ﯾﻛون ﻣدرﻛﺂ ﻟﮭﺎ )اﻻﺳﺗﻔﺎدة ﻣن ﺳﻠوﻛﯾﺎت طرح اﻷﺳﺋﻠﺔ( ﻷﻧﮫ‬
‫ﻗد ﯾﻔﯾد أوﻟﺋك اﻟذﯾن ﯾرﻏﺑون ﻓﻲ ﺗﺣﻔﯾز اﻟطﻼب ﻋﻠﻰ اﻟﺗواﺻل ﺑﺎﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﺑطرق ذات ﻣﻌﻧﻰ‪.‬‬
‫? ‪Q/ How teacher can focus on their questioning behaviors‬‬
‫س ‪ /‬ﻛﯾف ﯾﻣﻛن ﻟﻠﻣﻌﻠم اﻟﺗرﻛﯾز ﻋﻠﻰ ﺳﻠوﻛﯾﺎت اﻷﺳﺋﻠﺔ اﻟﺧﺎﺻﺔ ﺑﮭم ؟‬
‫اﻟﻧظر ﻓﻲ أﻏراض اﻻﺳﺋﻠﺔ ‪1.Consider the purposes of questions.‬‬
‫اﻟﻧظر ﻓﻲ ﻣﺣﺗوى أﺳﺋﻠﺗﻧﺎ ‪2.Consider the content of our questions.‬‬
‫اﻟﻧظر ﻓﻲ وﻗت اﻷﻧﺗظﺎر ‪3.Consider wait time.‬‬
‫‪1.The purposes of questions‬‬
‫‪There are different purposes of question which are‬‬
‫‪A.To ask student to " display their knowledge For example when the teacher hold up a‬‬
‫‪large paper clock And as example, and asks, What time is it ? the teacher is asking‬‬
‫‪students to show they know how to tell time in when the teacher asks, What is the past‬‬
‫‪tensc of to do? the teacher wants to sce if they know this grammatical point.‬‬
‫‪This type of question called " display questions " which offer a way to practice language‬‬
‫‪or to drill students, something some students both like and need, and when students find‬‬
‫‪display questions to be engaging, this is being meaningful to them.‬‬
‫‪.١‬أﻏراض اﻷﺳﺋﻠﺔ‬
‫ھﻧﺎك أﻏراض ﻣﺧﺗﻠﻔﺔ ﻟﻠﺳؤال وھﻲ‬
‫أ‪.‬ﻟﻣطﺎﻟﺑﺔ اﻟطﺎﻟب " ﺑﻌرض ﻣﻌﺎرﻓﮫ ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ﻋﻧدﻣﺎ ﯾﺣﺗﻔظ اﻟﻣﻌﻠم ﺑﺳﺎﻋﺔ ورﻗﯾﺔ ﻛﺑﯾرة وﻛﻣﺛﺎل ﻋﻠﻰ ذﻟك ‪،‬‬
‫وﯾﺳﺄل ‪ ،‬ﻣﺎ ھو اﻟوﻗت ؟ ﯾطﻠب اﻟﻣﻌﻠم ﻣن اﻟطﻼب أن ﯾوﺿﺣوا أﻧﮭم ﯾﻌرﻓون ﻛﯾﻔﯾﺔ ﻣﻌرﻓﺔ اﻟوﻗت ﻋﻧدﻣﺎ ﯾﺳﺄل اﻟﻣﻌﻠم ‪ ،‬ﻣﺎ‬
‫ھو اﻟﺷﻲء اﻟﻣﺎﺿﻲ اﻟذي ﯾﺟب ﻓﻌﻠﮫ ؟ ﯾرﯾد اﻟﻣﻌﻠم أن ﯾرﺳم إذا ﻛﺎﻧوا ﯾﻌرﻓون ھذه اﻟﻧﻘطﺔ اﻟﻧﺣوﯾﺔ‪.‬‬
‫ھذا اﻟﻧوع ﻣن اﻷﺳﺋﻠﺔ ﯾﺳﻣﻰ " أﺳﺋﻠﺔ اﻟﻌرض " اﻟﺗﻲ ﺗوﻓر طرﯾﻘﺔ ﻟﻣﻣﺎرﺳﺔ اﻟﻠﻐﺔ أو ﻟﻠﺗﻧﻘﯾب ﻋن اﻟطﻼب ‪ ،‬وھو أﻣر‬
‫ﯾﺣﺑﮫ ﺑﻌض اﻟطﻼب وﯾﺣﺗﺎﺟون إﻟﯾﮫ ‪ ،‬وﻋﻧدﻣﺎ ﯾﺟد اﻟطﻼب أﺳﺋﻠﺔ ﻋرض ﺟذاﺑﺔ ‪ ،‬ﯾﻛون ذﻟك ﻣﻔﯾدًا ﻟﮭم‪.‬‬
‫‪1.Display questions : A question in which the teacher already knows the answer and‬‬
‫‪wants the student to display knowledge. ( What color is your shirt ? ).‬‬
‫‪.١‬ﻋرض اﻷﺳﺋﻠﺔ ‪ :‬ﺳؤال ﯾﻌرف ﻓﯾﮫ اﻟﻣﻌﻠم اﻹﺟﺎﺑﺔ ﺑﺎﻟﻔﻌل وﯾرﯾد ﻣن اﻟطﺎﻟب أن ﯾﻌرض اﻟﻣﻌرﻓﺔ‪).‬ﻣﺎ ھو ﻟون ﻗﻣﯾﺻك ؟(‬
TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
B.To learn things about students and their knowledge through referential questions. Such
questions can stimulate interaction and show genuine interest in the students. For
example, if the teacher forgot his or her watch and wants to know the tme, he or she
would use the referential question, What time is it ? The same is true if the teacher asks,
Who has been to a museum ? To know who has and who has not been to one because of
genuine interest.
Referential questions provide a means through which to bring real questions into the
classroom. They can also be engaging for students because the questiong are aimed at
communicating with them not testing their knowledge.
‫ ﻣﺛل ھذه اﻷﺳﺋﻠﺔ ﯾﻣﻛن أن ﺗﺣﻔز اﻟﺗﻔﺎﻋل وإظﮭﺎر اھﺗﻣﺎم‬.‫ﻟﺗﻌﻠم أﺷﯾﺎء ﻋن اﻟطﻼب وﻣﻌرﻓﺗﮭم ﻣن ﺧﻼل أﺳﺋﻠﺔ ﻣرﺟﻌﯾﺔ‬.‫ب‬
‫ ﻓﺳﯾﺳﺗﺧدم اﻟﺳؤال‬، ‫ إذا ﻧﺳﻲ اﻟﻣﻌﻠم ﺳﺎﻋﺗﮫ أو رﻏﺑﺗﮭﺎ ﻓﻲ ﻣﻌرﻓﺔ اﻟوﻗت‬، ‫ ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬.‫ﺣﻘﯾﻘﻲ ﻓﻲ اﻟطﻼب‬
‫ ﻣن اﻟذي زار اﻟﻣﺗﺣف ؟ ﻟﻣﻌرﻓﺔ ﻣن اﻟذي ﻟم ﯾﻛن‬، ‫ ﻣﺎ ھو اﻟوﻗت ؟ وﯾﻧطﺑق اﻟﺷﻲء ﻧﻔﺳﮫ إذا ﺳﺄل اﻟﻣﻌﻠم‬، ‫اﻟﻣرﺟﻌﻲ‬
.‫ﻷﺣد ﺑﺳﺑب اﻻھﺗﻣﺎم اﻟﺣﻘﯾﻘﻲ‬
‫ ﯾﻣﻛن أن ﯾﻛوﻧوا أﯾﺿًﺎ ﻣﻧﺧرطﯾن ﻓﻲ‬." ‫ﺗوﻓر اﻷﺳﺋﻠﺔ اﻟﻣرﺟﻌﯾﺔ وﺳﯾﻠﺔ ﻹدﺧﺎل " أﺳﺋﻠﺔ ﺣﻘﯾﻘﯾﺔ ﻓﻲ اﻟﻔﺻل اﻟدراﺳﻲ‬
‫اﻟدراﺳﺔ ﻷن اﻟطﻼب ﯾﮭدﻓون إﻟﻰ اﻟﺗواﺻل ﻣﻌﮭم وﻋدم اﺧﺗﺑﺎر ﻣﻌﺎرﻓﮭم‬
2.Referential Question : A question in which the teacher does not know the answer. (
What is your favorite color ?
( ‫ ) ﻣﺎ ھو ﻟوﻧك اﻟﻣﻔﺿل ؟‬.‫ ﺳؤال ﻻ ﯾﻌرف ﻓﯾﮫ اﻟﻣﻌﻠم اﻹﺟﺎﺑﺔ‬: ‫ﺳؤال ﻣرﺟﻌﻲ‬.٢
C.To check students compression to do this teacher often ask , Do you understand ? Such
compression checks are not as common outside as they are inside classroom and I
wonder what real value the sometimes have.Much of the time , if asked , Do you
understand ? students will reply that they do , even when they do not. Perhaps a
question such as Who can tell me what I just said ? is more valuable because it not only
shows student compression but also gives the student practice in paragraphasing.
‫ ھل ﺗﻔﮭم ؟ إن ﻋﻣﻠﯾﺎت اﻟﺗﺣﻘق ﻣن اﻟﺿﻐط ھذه ﻟﯾﺳت‬، ‫ﻟﻠﺗﺣﻘق ﻣن ﺿﻐط اﻟطﻼب ﻋﻠﻰ ھذا اﻟﻣﻌﻠم ﻏﺎﻟﺑًﺎ ﻣﺎ ﯾﺳﺄل‬.‫ج‬
، ‫ ﻣﻌظم اﻟوﻗت‬.‫ﺷﺎﺋﻌﺔ ﻓﻲ اﻟﺧﺎرج ﻣﺛﻠﻣﺎ ھﻲ داﺧل اﻟﻔﺻل اﻟدراﺳﻲ وأﺗﺳﺎءل ﻣﺎ ھﻲ اﻟﻘﯾﻣﺔ اﻟﺣﻘﯾﻘﯾﺔ ﻓﻲ ﺑﻌض اﻷﺣﯾﺎن‬
‫ رﺑﻣﺎ ﺳؤال ﻣﺛل ﻣن‬.‫ ﺣﺗﻰ ﻋﻧدﻣﺎ ﻻ ﯾﻔﻌﻠون ذﻟك‬، ‫ ھل ﺗﻔﮭم ؟ ﺳﯾرد اﻟطﻼب ﺑﺄﻧﮭم ﯾﻔﻌﻠون ذﻟك‬، ‫إذا طُﻠب ﻣﻧك ذﻟك‬
‫ وﻟﻛﻧﮫ ﯾﻣﻧﺢ اﻟطﺎﻟب أﯾﺿًﺎ ﺗدرﯾﺑﺎت‬، ‫ﯾﺳﺗطﯾﻊ أن ﯾﻘول ﻟﻲ ﻣﺎ ﻗﻠﺗﮫ ﻟﻠﺗو؟ ھو أﻛﺛر ﻗﯾﻣﺔ ﻷﻧﮫ ﻻ ﯾُظﮭر ﺿﻐط اﻟطﺎﻟب ﻓﺣﺳب‬
.‫ﻓﻲ ﻣﺟﺎل اﻟﺗﺻوﯾب‬
Page | 4 Instagram : krezmas By : Ammar Yousif
3.Compression check : A question to find out if a student understands. ( Do you

understand ?)
(‫ ) ھل ﺗﻔﮭم‬.‫ ﺳؤال ﻟﻣﻌرﻓﺔ ﻣﺎ إذا ﻛﺎن اﻟطﺎﻟب ﯾﻔﮭم‬: ‫ﻓﺣص اﻟﺿﻐط‬.٣
D.To confirm understanding For example, We will meet at 6:00 Right asks the listener to
confirm something that the asker believes is true.
‫ ﯾﺳﺄل اﻟﻣﺳﺗﻣﻊ اﻟﺻﺣﯾﺢ ﻟﺗﺄﻛﯾد ﺷﻲء ﯾﻌﺗﻘد اﻟطﺎﻟب أﻧﮫ‬6:00 ‫ ﺳﻧﻠﺗﻘﻲ ﻓﻲ اﻟﺳﺎﻋﺔ‬، ‫ﻟﺗﺄﻛﯾد اﻟﻔﮭم ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬.‫د‬
.‫ﺻﺣﯾﺢ‬
4.Confirmation question : A question to verify what was said. (You said you got up at
6:00)
(6:00 ‫ )ﻗﻠت إﻧك اﺳﺗﯾﻘظت ﻓﻲ اﻟﺳﺎﻋﺔ‬.‫ ﺳؤال ﻟﻠﺗﺣﻘق ﻣن ﻣﺎ ﻗﯾل‬: ‫ﺳؤال اﻟﺗﺄﻛﯾد‬.٤
E.To clarify understanding for example: Did you say you ike strawberry or chocolate ice
cream? and I am a little confused .
.ً‫ ھل ﻗﻠت أﻧك ﺗﺣب اﻟﻔراوﻟﺔ أو آﯾس ﻛرﯾم اﻟﺷوﻛوﻻﺗﺔ ؟ وأﻧﺎ ﻣرﺗﺑك ﻗﻠﯾﻼ‬: ‫ﻟﺗوﺿﯾﺢ اﻟﻔﮭم ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬.‫ي‬
5.Clarification Check A question to further define or clarity. (Did you say you got up at
6:00 or 7:00)
(7:00 ‫ أو‬6:00 ‫ )ھل ﻗﻠت إﻧك اﺳﺗﯾﻘظت ﻓﻲ اﻟﺳﺎﻋﺔ‬.‫ ﺳؤال ﻟﺗﺣدﯾد أو ﻣزﯾد ﻣن اﻟوﺿوح‬:‫ﺗوﺿﯾﺢ اﻟﺗﺣﻘق‬.٥
2-The Content of Teachers Questions : Questions can include three possible content
areas: study, procedure, and life.
.‫ اﻟدراﺳﺔ واﻹﺟراء واﻟﺣﯾﺎة‬:‫ ﯾﻣﻛن أن ﺗﺗﺿﻣن اﻷﺳﺋﻠﺔ ﺛﻼﺛﺔ ﻣﺟﺎﻻت ﻣﺣﺗوى ﻣﻣﻛﻧﺔ‬: ‫ﻣﺣﺗوى أﺳﺋﻠﺔ اﻟﻣﻌﻠﻣﯾن‬.٢
Q/ Why do some teachers believe in including study of subject life general and
life personal questions in their classes ?
‫ ﻟﻣﺎذا ﯾؤﻣن ﺑﻌض اﻟﻣﻌﻠﻣﯾن ﺑﺗﺿﻣﯾن دراﺳﺔ ﻣوﺿوع اﻟﺣﯾﺎة اﻟﻌﺎﻣﺔ واﻷﺳﺋﻠﺔ اﻟﺷﺧﺻﯾﺔ ﻓﻲ ﺻﻔوﻓﮭم ؟‬/ ‫س‬
Provide greater opportunities for meaningful interaction than when their questions focus
exclusively on the study of language opportunities for meaningful interaction than
procedures. Study questions can involve students in using language to learn about a
topic, rather than simply studying about the language itself. Likewise, life general and life
personal question involve students in talking about their culture and themselves.
‫ﺗوﻓﯾر ﻓرص أﻛﺑر ﻟﻠﺗﻔﺎﻋل ذي ﻣﻐزى ﻣن ﻋﻧدﻣﺎ ﺗرﻛز أﺳﺋﻠﺗﮭم ﺑﺷﻛل ﺣﺻري ﻋﻠﻰ دراﺳﺔ ﻓرص اﻟﻠﻐﺔ ﻟﻠﺗﻔﺎﻋل ذي‬
‫ﻣﻐزى ﻣن اﻹﺟراءات‪ .‬ﯾﻣﻛن أن ﺗﺷرك أﺳﺋﻠﺔ اﻟدراﺳﺔ اﻟطﻼب ﻓﻲ اﺳﺗﺧدام اﻟﻠﻐﺔ ﻟﻠﺗﻌﻠم ﻋن ﻣوﺿوع ﻣﺎ ‪ ،‬ﺑدﻻً ﻣن ﻣﺟرد‬
‫اﻟدراﺳﺔ ﺣول اﻟﻠﻐﺔ ﻧﻔﺳﮭﺎ‪ .‬وﺑﺎﻟﻣﺛل ‪ ،‬ﻓﺈن اﻟﺳؤال اﻟﻌﺎم ﻋن اﻟﺣﯾﺎة واﻟﺣﯾﺎة اﻟﺷﺧﺻﯾﺔ ﯾﺷرك اﻟطﻼب ﻓﻲ اﻟﺗﺣدث ﻋن‬
‫ﺛﻘﺎﻓﺗﮭم وﻋن أﻧﻔﺳﮭم‪.‬‬
‫? ‪Q/ What are the content areas of the teachers questions‬‬
‫س ‪ /‬ﻣﺎ ھﻲ ﻣﺟﺎﻻت ﻣﺣﺗوى أﺳﺋﻠﺔ اﻟﻣﻌﻠﻣﯾن ؟‬
‫‪1.Study of Language : Questions that ask students about aspects of language.‬‬
‫‪For example, what is the past tense of eat .‬‬
‫‪.١‬دراﺳﺔ اﻟﻠﻐﺔ ‪ :‬اﻷﺳﺋﻠﺔ اﻟﺗﻲ ﺗﺳﺄل اﻟطﻼب ﺣول ﺟواﻧب اﻟﻠﻐﺔ‪.‬‬
‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻣﺎ ھو اﻟزﻣن اﻟﻣﺎﺿﻲ ﻟﻸﻛل ‪.‬‬
‫‪2.Study of Subjects : Questions that ask students about content other than the study of‬‬
‫‪language.‬‬
‫‪For example, when the teacher asks about movies, trees, food, or anything that is not‬‬
‫‪about language itself.‬‬
‫‪.٢‬دراﺳﺔ اﻟﻣوﺿوﻋﺎت ‪ :‬اﻷﺳﺋﻠﺔ اﻟﺗﻲ ﺗﺳﺄل اﻟطﻼب ﺣول ﻣﺣﺗوى آﺧر ﻏﯾر دراﺳﺔ اﻟﻠﻐﺔ‪.‬‬
‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻋﻧدﻣﺎ ﯾﺳﺄل اﻟﻣﻌﻠم ﻋن اﻷﻓﻼم واﻷﺷﺟﺎر ‪ ،‬اﻟطﻌﺎم ‪ ،‬أو أي ﺷﻲء ﻻ ﯾﺗﻌﻠق ﺑﺎﻟﻠﻐﺔ ﻧﻔﺳﮭﺎ‪.‬‬
‫‪3.Procedure : Questions that ask students about procedural matters, such as questions‬‬
‫‪used to take attendance, return papers, and ask about schedules.‬‬
‫? ‪For example, did you do your homework‬‬
‫‪.٣‬اﻹﺟراء‪ :‬اﻷﺳﺋﻠﺔ اﻟﺗﻲ ﺗطرح ﻋﻠﻰ اﻟطﻼب ﺣول اﻟﻣﺳﺎﺋل اﻹﺟراﺋﯾﺔ ‪ ،‬ﻣﺛل‬
‫اﻷﺳﺋﻠﺔ اﻟﻣﺳﺗﺧدﻣﺔ ﻟﻠﺣﺿور ‪ ،‬وإرﺟﺎع اﻷوراق ‪ ،‬واﻻﺳﺗﻔﺳﺎر ﻋن اﻟﺟداول اﻟزﻣﻧﯾﺔ‪.‬‬
‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ھل ﻗﻣت ﺑﺄداء واﺟﺑك ؟‬
‫‪4.Life-General : Questions about the lives of group of people.‬‬
‫? ‪For example, how do people greet each other in Vietnam‬‬
‫‪.٤‬اﻟﺣﯾﺎة اﻟﻌﺎﻣﺔ‪ :‬أﺳﺋﻠﺔ ﺣول ﺣﯾﺎة ﻣﺟﻣوﻋﺔ ﻣن اﻟﻧﺎس‪.‬‬
‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻛﯾف اﻟﻧﺎس ﯾﺣﯾون ﺑﻌﺿﮭم اﻟﺑﻌض ﻓﻲ ﻓﯾﺗﻧﺎم ؟‬
‫‪5.Life-Personal : Questions about the life of individuals.‬‬
‫? ‪For example, What is your favorite kind of music‬‬
‫‪.٥‬اﻟﺣﯾﺎة اﻟﺷﺧﺻﯾﺔ ‪ :‬أﺳﺋﻠﺔ ﺣول ﺣﯾﺎة اﻷﻓراد‪.‬‬
‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻣﺎ ھو اﻟﺧﺎص ﺑك ﻧوع ﻣن اﻟﻣوﺳﯾﻘﻰ اﻟﻣﻔﺿﻠﺔ ﻟدﯾك ؟‬
‫? ‪Q/ Why "wait time" is important after asking students a question‬‬
‫س ‪ /‬ﻟﻣﺎذا "وﻗت اﻻﻧﺗظﺎر" ﻣﮭم ﺑﻌد طرح ﺳؤال ﻋﻠﻰ اﻟطﻼب ؟‬
‫‪Because student participation may increase in the following ways :‬‬
‫ﻷن ﻣﺷﺎرﻛﺔ اﻟطﻼب ﻗد ﺗزﯾد ﺑﺎﻟطرق اﻟﺗﺎﻟﯾﺔ ‪:‬‬
‫‪1- The average length of students' responses might increase.‬‬

‫‪2- Students could ask more questions.‬‬
‫‪3- Students may react to each other's comments.‬‬
‫‪4- The number of correct responses could go up.‬‬
‫‪5- Students might make more inferences.‬‬
‫‪In order to manage and promote interactive classrooms, we also need to know‬‬
‫‪how to arrange a variety of classroom activities. We can choose to have students‬‬
‫‪work (1) alone, (2) in pairs, (3) in small groups, (4) as a whole class.‬‬
‫‪.١‬ﻗد ﯾزﯾد ﻣﺗوﺳط طول إﺟﺎﺑﺎت اﻟطﻼب‪.‬‬
‫‪.٢‬ﯾﻣﻛن ﻟﻠطﻼب طرح اﻟﻣزﯾد ﻣن اﻷﺳﺋﻠﺔ‪.‬‬
‫‪.٣‬ﻗد ﯾﺗﻔﺎﻋل اﻟطﻼب ﻣﻊ ﺗﻌﻠﯾﻘﺎت ﺑﻌﺿﮭم اﻟﺑﻌض‪.‬‬
‫‪.٤‬ﻋدد اﻟردود اﻟﺻﺣﯾﺣﺔ ﯾﻣﻛن أن ﯾرﺗﻔﻊ‪.‬‬
‫‪.٥‬ﻗد ﯾﺟﻌل اﻟطﻼب اﺳﺗﻧﺗﺎﺟﺎت أﻛﺛر‪.‬‬
‫ﻣن أﺟل إدارة وﺗﻌزﯾز اﻟﻔﺻول اﻟﺗﻔﺎﻋﻠﯾﺔ ‪ ،‬ﻧﺣﺗﺎج أﯾﺿًﺎ إﻟﻰ اﻟﻣﻌرﻓﺔ‬
‫ﻛﯾﻔﯾﺔ ﺗرﺗﯾب ﻣﺟﻣوﻋﺔ ﻣﺗﻧوﻋﺔ ﻣن اﻷﻧﺷطﺔ اﻟﺻﻔﯾﺔ‪ .‬ﯾﻣﻛﻧﻧﺎ اﺧﺗﯾﺎر اﻟطﻼب‬
‫اﻟﻌﻣل )‪ (١‬وﺣده ‪ (٢) ،‬ﻓﻲ أزواج ‪ (٣) ،‬ﻓﻲ ﻣﺟﻣوﻋﺎت ﺻﻐﯾرة ‪ (٤) ،‬ﻛﺻف ﻛﺎﻣل‪.‬‬
‫‪Q/ what are the seating arrangements that teacher has to sit students in class ? and what‬‬
‫? ‪is the main point behind these arrangements‬‬
‫س ‪ /‬ﻣﺎ ھﻲ ﺗرﺗﯾﺑﺎت اﻟﺟﻠوس اﻟﺗﻲ ﻟدى اﻟﻣﻌﻠم ﻟﻠﺟﻠوس اﻟطﻼب ﻓﻲ اﻟﻔﺻل؟ وﻣﺎ ھﻲ اﻟﻧﻘطﺔ اﻟرﺋﯾﺳﯾﺔ وراء ھذه‬
‫اﻟﺗرﺗﯾﺑﺎت ؟‬
‫ﺗرﺗﯾب اﻟﻣﻘﺎﻋد اﻟﺗﻘﻠﯾدﯾﺔ ‪1- Traditional seating arrangement.‬‬
‫ﺷﺑﮫ داﺋرة ‪2- Semi-circle.‬‬
‫ﯾﻣﻛﻧﮭم اﻟوﻗوف واﻟﺗﺟول أﺛﻧﺎء دراﺳﺔ ‪3- They can stand up and walk around as they study.‬‬
‫وﺟﮭﺂ ﻟوﺟﮫ وھم ﯾﻘﺎﺑﻠون ﺑﻌﺿﮭم اﻟﺑﻌض ‪4- Face to face as they interview each other.‬‬
‫‪5- Back to back as they simulate a telephone conversation.‬‬
‫اﻟﻌودة اﻟﻰ اﻟوراء ﻷﻧﮭﺎ ﺗﺣﺎﻛﻲ ﻣﺣﺎدﺛﺔ ھﺎﺗﻔﯾﺔ‬
‫أزواج ﺟﻧﺑﺂ اﻟﻰ ﺟﻧب ‪6- Pairs side-by-side.‬‬
‫ﻣﺟﻣوﻋﺔ ﺻﻐﯾرة ﻣﺗﺳﺎوﯾﺔ ‪7- Equal small group.‬‬
‫ﻧﺻف وﻧﺻف ‪8- Half-and-Half.‬‬
‫‪The point here is that we do not have to limit the students to traditional seating. If our‬‬
‫‪goal is to provide lots of chances for students to use English to communicate meaning, we‬‬
‫‪need to feel free to create seating combinations that make this possible.‬‬
‫اﻟﻧﻘطﺔ اﻟﻣﮭﻣﺔ ھﻧﺎ ھﻲ أﻧﮫ ﻻ ﯾﺗﻌﯾن ﻋﻠﯾﻧﺎ ﻗﺻر اﻟطﻼب ﻋﻠﻰ اﻟﻣﻘﺎﻋد اﻟﺗﻘﻠﯾدﯾﺔ‪ .‬إذا ﻛﺎن ھدﻓﻧﺎ ھو ﺗوﻓﯾر اﻟﻛﺛﯾر ﻣن‬
‫اﻟﻔرص ﻟﻠطﻼب ﻻﺳﺗﺧداﻣﮭﺎ اﻹﻧﺟﻠﯾزﯾﺔ ﻟﺗوﺻﯾل اﻟﻣﻌﻧﻰ ‪ ،‬ﻧﺣﺗﺎج أن ﻧﺷﻌر ﺑﺎﻟﺣرﯾﺔ ﻹﻧﺷﺎء ﻣﺟﻣوﻋﺎت ﺟﻠوس ﺗﺟﻌل ذﻟك‬
‫ﻣﻣﻛﻧﺂ‪.‬‬
‫‪Ways to Group Learners‬‬

‫‪Selectively by the Teacher in Advance‬‬
‫‪The teacher can group students with the same or opposite characteristics or mix them.‬‬
‫‪For example, shy students could be grouped together or shy and outgoing students‬‬
‫‪grouped.‬‬
‫طرق ﻟﺗﺟﻣﯾﻊ اﻟﻣﺗﻌﻠﻣﯾن‬
‫أﻧﺗﻘﺎﺋﻲ ﻣن ﻗﺑل اﻟﻣﻌﻠم ﻣﻘدﻣﺎ‬
‫ﯾﻣﻛن ﻟﻠﻣدرس ﺗﺟﻣﯾﻊ اﻟطﻼب ﺑﺧﺻﺎﺋص ﻣﺗﺷﺎﺑﮭﺔ أو ﻣﻌﺎﻛﺳﺔ أو ﻣزﺟﮭﺎ‪ .‬ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﯾﻣﻛن ﺗﺟﻣﯾﻊ اﻟطﻼب‬
‫اﻟﺧﺟوﻟﯾن ﻣﻌًﺎ أو ﺗﺟﻣﯾﻊ اﻟطﻼب اﻟﺧﺎرﺟﯾن واﻟﻣﻐﺎدرﯾن‪.‬‬
‫‪By Ability and‬‬ ‫‪By Personality Factors‬‬

‫‪Experience‬‬ ‫‪Shy / Outgoing‬‬
‫‪Accurate / Not accurate‬‬ ‫‪Front sitters / Back‬‬
‫‪Fluent / Not fluent‬‬ ‫‪sitters‬‬
‫‪Been abroad / Not been‬‬ ‫‪Stone faced / Smilers‬‬
‫‪abroad‬‬ ‫‪Talkers / Non-talkers‬‬
‫‪Use English at work / Do‬‬ ‫‪Early risers / Late‬‬
‫‪not‬‬ ‫‪sleepers‬‬
‫‪Computer user / Non‬‬
‫‪user‬‬ ‫ﺣﺳب ﻋواﻣل اﻟﺷﺧﺻﯾﺔ‬
‫ﺧﺟول ‪ /‬اﻟﻣﻧﺗﮭﯾﺔ وﻻﯾﺗﮫ‬
‫اﻟﻣﻌﺗﺻﻣون اﻟﺟﺑﮭﺔ ‪ /‬اﻟﻣﻌﺗﺻﻣون‬
‫ﺑواﺳطﺔ اﻟﻘدرة واﻟﺧﺑرة‬ ‫اﻟظﮭر‬
‫دﻗﯾق ‪ /‬ﻏﯾر دﻗﯾق‬ ‫ﺗواﺟﮫ اﻟﺣﺟر ‪ /‬اﻷﺑﺗﺳﺎﻣﺎت‬
‫ﯾﺟﯾد ‪ /‬ﻻ ﯾﺟﯾد‬ ‫اﻟﻣﺗﻛﻠﻣون ‪ /‬ﻏﯾر اﻟﻣﺗﺣدﺛﯾن‬
‫ﺗم ﻓﻲ اﻟﺧﺎرج ‪ /‬ﻟم أﻛن ﺑﺎﻟﺧﺎرج‬ ‫اﻟﻧﺎھﺿون اﻟﻣﺑﻛرون‬
‫اﺳﺗﺧدام اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻓﻲ اﻟﻌﻣل ‪/‬‬
‫ﻻ‬
‫ﻣﺳﺗﺧدم اﻟﻛﻣﺑﯾوﺗر ‪ /‬ﻏﯾر اﻟﻣﺳﺗﺧدم‬
Randomly in Class By Lottery By Location
By Characteristics Same flavor candy Same side of room,
Favorite color same colored dot, proximity, number
favorite rock group or same end of string. after counting
singer, types of books same number, (1.2.3.4;1……)
read piece of picture
same line of sentence
same coin
‫ﺑواﺳطﺔ ﻣﺳﺄﻟﺔ اﻟﺣظ‬ ‫ﺣﺳب اﻟﻣوﻗﻊ‬

Other Ways ‫ﻧﻔس ﻧﻛﮭﺔ اﻟﺣﻠوى‬ ، ‫ﻧﻔس اﻟﺟﺎﻧب ﻣن اﻟﻐرﻓﺔ‬
Students Self Select ، ‫ﻧﻔس اﻟﻧﻘطﺔ اﻟﻣﻠوﻧﺔ‬ ‫ اﻟﻌدد‬، ‫اﻟﻘرب‬
Pick Up Teams .‫ﻧﻔس ﻧﮭﺎﯾﺔ اﻟﺳﻠﺳﻠﺔ‬ ‫ﺑﻌد اﻟﻌد‬
‫طرق أﺧرى‬ ،‫ﻧﻔس اﻟرﻗم‬ (1.2.3.4 (1)‫ ؛‬......)
‫اﺧﺗﯾﺎر اﻟطﻼب اﻟذاﺗﻲ‬ ‫ﻗطﻌﺔ ﻣن اﻟﺻورة‬
‫أﻟﺗﻘﺎط ﻓرق‬ ‫ﻧﻔس اﻟﺳطر ﻣن اﻟﺟﻣﻠﺔ‬
‫ﻧﻔس اﻟﻌﻣﻠﺔ‬
Q/ How teachers can group their students in class ?
‫ ﻛﯾف ﯾﻣﻛن ﻟﻠﻣدرﺳﯾن ﺗﺟﻣﯾﻊ طﻼﺑﮭم ﻓﻲ اﻟﻔﺻل ؟‬/ ‫س‬
First : teachers can select students in advance of the class based on personality ,
characteristics or abilities and experience.
For example, shy students can be matched with shy or talkative students,
Fluent students with those who are or are not fluent.
.‫ اﻟﺧﺻﺎﺋص أو اﻟﻘدرات واﻟﺧﺑرة‬، ‫ ﯾﻣﻛن ﻟﻠﻣدرﺳﯾن اﺧﺗﯾﺎر اﻟطﻼب ﻗﺑل اﻟﻔﺻل ﺑﻧﺎء ﻋﻠﻰ اﻟﺷﺧﺻﯾﺔ‬: ‫أوﻵ‬
، ‫ ﯾﻣﻛن أن ﯾﻛون اﻟطﻼب اﻟﺧﺟوﻟون ﻣﺗطﺎﺑﻘﯾن ﻣﻊ طﻼب ﺧﺟوﻟﯾن أو ﺛرﺛﺎرة‬، ‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬
.‫اﻟطﻼب ﺑطﻼﻗﺔ ﻣﻊ أوﻟﺋك اﻟذﯾن ھم أو ﻻ ﯾﺟﯾدون‬
Second : We can also randomly group students.
For example, Students could be given pieces of paper with colored dots and grouped by
the color Of the dot, they receive.
‫ﺛﺎﻧﯾﺂ ‪ :‬ﯾﻣﻛﻧﻧﺎ أﯾﺿًﺎ ﺗﺟﻣﯾﻊ اﻟطﻼب ﺑﺷﻛل ﻋﺷواﺋﻲ‪.‬‬
‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ﯾﻣﻛن إﻋطﺎء اﻟطﻼب ﻗطﻌﺔ ﻣن اﻟورق ﺑﻧﻘﺎط ﻣﻠوﻧﺔ وﺗﺟﻣﯾﻌﮭﺎ ﺣﺳب اﻟﻠون ﻣن اﻟﻧﻘطﺔ ‪ ،‬ﯾﺗﻠﻘوﻧﮭﺎ‪.‬‬
‫? ‪Q/ What are the ways of giving instructions to the students‬‬
‫س ‪ /‬ﻣﺎ ھﻲ طرق إﻋطﺎء اﻹرﺷﺎدات ﻟﻠطﻼب ؟‬
‫‪1- Writing down instructions.‬‬
‫‪2- Giving instructions verbally and role-playing them.‬‬
‫‪3- Having a student read the instructions, then having a student or two‬‬
‫‪paraphrase them to the class.‬‬
‫‪4- Dictating instructions then having the students check each other's dictations.‬‬
‫‪5- Miming the instructions as students guess what they are supposed to do.‬‬
‫‪.١‬ﻛﺗﺎﺑﺔ اﻟﺗﻌﻠﯾﻣﺎت‪.‬‬
‫‪.٢‬إﻋطﺎء اﻟﺗﻌﻠﯾﻣﺎت اﻟﺷﻔوﯾﺔ وﻟﻌب اﻷدوار ﻟﮭم‪.‬‬
‫‪.٣‬أطﻠب ﻣن اﻟطﺎﻟب ﻗراءة اﻟﺗﻌﻠﯾﻣﺎت ‪ ،‬ﺛم اطﻠب ﻣن طﺎﻟب أو اﺛﻧﯾن‬
‫إﻋﺎدة ﺻﯾﺎﻏﺔ ﻟﮭم إﻟﻰ اﻟﻔﺻل‪.‬‬
‫‪.٤‬إﻣﻼء اﻟﺗﻌﻠﯾﻣﺎت ‪ ،‬ﺛم ﻣطﺎﻟﺑﺔ اﻟطﻼب ﺑﻔﺣص إﻣﻼءات ﺑﻌﺿﮭم اﻟﺑﻌض‪.‬‬
‫‪.٥‬ﺗﻘﻠﯾد اﻹرﺷﺎدات ﺑﯾﻧﻣﺎ ﯾﺧﻣن اﻟطﻼب ﻣﺎ ﯾﻔﺗرض أن ﯾﻔﻌﻠوه‪.‬‬
‫? ‪Q/ How can teacher keep students on task‬‬
‫س ‪ /‬ﻛﯾف ﯾﻣﻛن ﻟﻠﻣدرس إﺑﻘﺎء اﻟطﻼب ﻓﻲ ﻣﮭﻣﺔ ؟‬
‫‪1.Give clear instructions. Make sure the students know what the goal of the task is‬‬
‫‪2.Let students know that you expect them to stay on the task. .‬‬
‫‪3.Have students work on tasks that interest them.‬‬
‫‪4.Have students work on task that they can accomplish in a set amount of time. Let‬‬
‫‪students know how much time they have left to complete the task as they work on it. .‬‬
‫‪5.Give tasks that have a product as an outcome. Let students know they are expected to‬‬
‫‪report on their findings or conclusions for example, to give their solution to a problem or‬‬
‫‪their answers to reading comprehension questions. .‬‬
‫‪6.Appoint students to take on roles - for example, as recording secretary, timekeeper, or‬‬
‫‪discussion leader.‬‬
‫‪7.Let the students work on the task. Do no interrupt without first considering your‬‬
‫‪purpose. Let the students ask for your input.‬‬
‫‪.١‬إﻋطﺎء ﺗﻌﻠﯾﻣﺎت واﺿﺣﺔ‪ .‬ﺗﺄﻛد ﻣن أن اﻟطﻼب ﯾﻌرﻓون اﻟﮭدف ﻣن اﻟﻣﮭﻣﺔ‬
‫‪.٢‬أﺧﺑر اﻟطﻼب أﻧك ﺗﺗوﻗﻊ ﻣﻧﮭم أن ﯾظﻠوا ﻓﻲ اﻟﻣﮭﻣﺔ‪. .‬‬
‫‪.٣‬أطﻠب ﻣن اﻟطﻼب اﻟﻌﻣل ﻋﻠﻰ اﻟﻣﮭﺎم اﻟﺗﻲ ﺗﮭﻣﮭم‪.‬‬
‫‪.٤‬أطﻠب ﻣن اﻟطﻼب اﻟﻌﻣل ﻓﻲ ﻣﮭﻣﺔ ﯾﻣﻛﻧﮭم إﻧﺟﺎزھﺎ ﻓﻲ ﻓﺗرة زﻣﻧﯾﺔ ﻣﺣددة‪ .‬دع اﻟطﻼب ﯾﻌرﻓون ﻣﻘدار اﻟوﻗت اﻟﻣﺗﺑﻘﻲ‬
‫ﻹﻛﻣﺎل اﻟﻣﮭﻣﺔ أﺛﻧﺎء ﻋﻣﻠﮭم ﻋﻠﯾﮭﺎ‪. .‬‬
‫‪.٥‬أﻋط اﻟﻣﮭﺎم اﻟﺗﻲ ﻟﮭﺎ ﻣﻧﺗﺞ ﻛﻧﺗﯾﺟﺔ‪ .‬دع اﻟطﻼب ﯾﻌرﻓون أﻧﮫ ﻣن اﻟﻣﺗوﻗﻊ أن ﯾﺑﻠﻐوا ﻋن ﻧﺗﺎﺋﺟﮭم أو اﺳﺗﻧﺗﺎﺟﺎﺗﮭم ﻋﻠﻰ‬
‫ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻹﻋطﺎء ﺣل ﻟﻣﺷﻛﻠﺔ ﻣﺎ أو إﺟﺎﺑﺎﺗﮭم ﻋﻠﻰ أﺳﺋﻠﺔ اﻟﻔﮭم اﻟﻘراﺋﻲ‪. .‬‬
‫‪.٦‬ﻋﯾﱢن اﻟطﻼب ﻋﻠﻰ أداء اﻷدوار ‪ -‬ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬أﻣﯾن اﻟﺗﺳﺟﯾل أو ﻧﺎظر اﻟوﻗت أو ﻗﺎﺋد اﻟﻣﻧﺎﻗﺷﺔ‪.‬‬
‫‪.٧‬دع اﻟطﻼب ﯾﻌﻣﻠون ﻓﻲ ھذه اﻟﻣﮭﻣﺔ‪ .‬ﻻ ﺗﻘﺎطﻊ دون اﻟﺗﻔﻛﯾر ﻓﻲ ھدﻓك أوﻻً‪ .‬دع اﻟطﻼب ﯾﺳﺄﻟون ﻋن ﻣدﺧﻼﺗك‪.‬‬
Q/ How can teachers make language comprehensible to students ?
‫ ﻛﯾف ﯾﻣﻛن ﻟﻠﻣﻌﻠﻣﯾن ﺟﻌل اﻟﻠﻐﺔ ﻣﻔﮭوﻣﺔ ﻟﻠطﻼب ؟‬/ ‫س‬
There are three ways to make language comprehensible :
:‫ھﻧﺎك ﺛﻼث طرق ﻟﺟﻌل اﻟﻠﻐﺔ ﻣﻔﮭوﻣﺔ‬
First : Simplify speech
We can attempt to make language comprehensible by simplifying our speech. This

includes using "foreign talk," a simplified register or style of speech. It also includes using
slower speech rate, frequent uses of pauses, gestures, and sentence expansion, and
completing students' sentences for them.
‫ ﺗﺑﺳﯾط اﻟﻛﻼم‬: ‫أوﻵ‬
‫ ﯾﺗﺿﻣن ذﻟك اﺳﺗﺧدام "ﻛﻼم أﺟﻧﺑﻲ" أو ﺳﺟل ﻣﺑﺳط أو‬.‫ﯾﻣﻛﻧﻧﺎ ﻣﺣﺎوﻟﺔ ﺟﻌل اﻟﻠﻐﺔ ﻣﻔﮭوﻣﺔ ﻣن ﺧﻼل ﺗﺑﺳﯾط ﺧطﺎﺑﻧﺎ‬
‫ واﻻﺳﺗﺧدام اﻟﻣﺗﻛرر ﻟﻺﯾﻘﺎﻓﺎت واﻹﯾﻣﺎءات وﺗوﺳﯾﻊ اﻟﺟﻣﻠﺔ‬، ‫ وﯾﺷﻣل أﯾﺿﺎ ﺑﺎﺳﺗﺧدام ﻣﻌدل أﺑطﺄ ﻓﻲ اﻟﻛﻼم‬.‫أﺳﻠوب ﺣدﯾث‬
.‫ واﺳﺗﻛﻣﺎل ﺟﻣل اﻟطﻼب ﺑﺎﻟﻧﺳﺑﺔ ﻟﮭم‬،
Second: Add mediums
We can add media, including those that are linguistic aural (speech), linguistic visual
(print), nonlinguistic visual (pictures, objects), nonlinguistic aural (sound of water, the
sound of the wind in the trees), paralinguistic (gestures).
‫ أﺿف وﺳﺎﺋل‬: ‫ﺛﺎﻧﯾﺂ‬
‫ ﺑﺻري ﻏﯾر ﻟﻐوي )ﺻور‬، (‫ ﺑﺻري ﻟﻐوي )ﻣطﺑوع‬، (‫ ﺑﻣﺎ ﻓﻲ ذﻟك ﺗﻠك اﻟﺳﻣﻌﯾﺔ اﻟﻠﻐوﯾﺔ )اﻟﻛﻼم‬، ‫ﯾﻣﻛﻧﻧﺎ إﺿﺎﻓﺔ وﺳﺎﺋط‬
.(‫ ﻧظﯾر اﻟﺷﺑﮫ )إﯾﻣﺎءات‬، (‫ ﺻوت اﻟرﯾﺢ ﻓﻲ اﻷﺷﺟﺎر‬، ‫ اﻟﺳﻣﻌﻲ ﻏﯾر اﻟﻠﺳﺎﻧﻲ )ﺻوت اﻟﻣﺎء‬، (‫ أﺷﯾﺎء‬،
Third : Negotiate meaning
The teacher can open up communication by asking questions that aim at clarification and
confirmation. When the students work at clarifying and confirming meaning, language
can become more comprehensible to them
‫ ﺗﻔﺎوض اﻟﻣﻌﻧﻰ‬: ‫ﺛﺎﻟﺛﺂ‬
‫ ﻋﻧدﻣﺎ ﯾﻌﻣل اﻟطﻼب ﻋﻠﻰ‬.‫ﯾﻣﻛن ﻟﻠﻣدرس ﻓﺗﺢ اﻟﺗواﺻل ﻣن ﺧﻼل طرح اﻷﺳﺋﻠﺔ اﻟﺗﻲ ﺗﮭدف إﻟﻰ اﻟﺗوﺿﯾﺢ واﻟﺗﺄﻛﯾد‬
.‫ اﻟﻠﻐﺔ ﯾﻣﻛن أن ﺗﺻﺑﺢ أﻛﺛر ﻓﮭﻣﺂ ﻟﮭم‬، ‫ﺗوﺿﯾﺢ وﺗﺄﻛﯾد اﻟﻣﻌﻧﻰ‬
Q/ What can K-12 Teachers Do to create a Learning Setting for ESL Students ?
‫ ﻓﻌﻠﮫ ﻹﻧﺷﺎء إﻋداد ﺗﻌﻠﯾﻣﻲ ﻟطﻼب اﻟﻠﻐﺔ اﻷﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ؟‬K-12 ‫ ﻣﺎ اﻟذي ﯾﻣﻛن ﻟﻣﻌﻠﻣﻲ‬/ ‫س‬
1.Pay attention to the social and emotional need of the new ESL
student.
2.Adjust speech “speak more slowly, reduce sentence, word choice complexity, increase
repetition, speaking loudly.
3.Use realia, photos, and drawings while explaining concepts.
4.Take time to check if the students comprehends, go beyond simply
asking, Do you understand?
5.Include ESL students in class discussions.
6.Assign each ESL student a mentor or even a small group of mentors
to get to know and coach the students and to explain assignments.
7.Engage students in interaction-fostering activates.
8.Encourage administrators to place capable ESL students in higher-
track or age-appropriate classroom. Also encourage them to set up
an (Inclusion program & pullout program).
.‫إﯾﻼء اﻻھﺗﻣﺎم ﻟﻠﺣﺎﺟﺔ اﻻﺟﺗﻣﺎﻋﯾﺔ واﻟﻌﺎطﻔﯾﺔ ﻟﻠﻐﺔ اﻷﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ اﻟﺟدﯾد طﺎﻟب ﻋﻠم‬.١
.‫ اﻟﺗﺣدث ﺑﺻوت ﻋﺎل‬، ‫ زﯾﺎدة اﻟﺗﻛرار‬، ‫ واﺧﺗﯾﺎر اﻟﻛﻠﻣﺔ ﺗﻌﻘﯾد‬، ‫ واﻟﺣد ﻣن اﻟﺟﻣﻠﺔ‬، ‫ﺿﺑط اﻟﻛﻼم "اﻟﺗﺣدث ﺑﺑطء أﻛﺛر‬.٢
.‫أﺳﺗﺧدم اﻟواﻗﻊ واﻟﺻور واﻟرﺳوﻣﺎت أﺛﻧﺎء ﺷرح اﻟﻣﻔﺎھﯾم‬.٣
‫ ھل ﺗﻔﮭم ؟‬، ‫ وﺗﺟﺎوز ﺑﺑﺳﺎطﺔ ﯾﺳﺄل‬، ‫ﺧذ وﻗﺗك ﻟﻠﺗﺣﻘق ﻣﻣﺎ إذا ﻛﺎن اﻟطﻼب ﯾﻔﮭﻣون‬.٤
.‫ﺷﻣل طﻼب اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ﻓﻲ ﻣﻧﺎﻗﺷﺎت اﻟﻔﺻل‬.٥
‫ﻋﯾن ﻛل طﺎﻟب اﻟﻠﻐﺔ اﻻﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ﻣﻌﻠﻣﮫ أو ﺣﺗﻰ ﻣﺟﻣوﻋﺔ ﺻﻐﯾرة ﻣن اﻟﻣوﺟﮭﯾن ﻟﻠﺗﻌرف ﻋﻠﻰ اﻟطﻼب‬.٦
.‫وﺗدرﯾﺑﮭم وﺷرح اﻟﻣﮭﺎم‬
‫‪.٧‬إﺷراك اﻟطﻼب ﻓﻲ أﻧﺷطﺔ ﺗﻌزﯾز اﻟﺗﻔﺎﻋل‪.‬‬
‫‪.٨‬ﺷﺟﻊ اﻟﻣﺳؤوﻟﯾن ﻋﻠﻰ وﺿﻊ طﻼب اﻟﻠﻐﺔ اﻻﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ اﻟﻘﺎدرﯾن ﻋﻠﻰ ﻣﺳﺗوى أﻋﻠﻰ ﺗﺗﺑﻊ أو اﻟﻔﺻل اﻟدراﺳﻲ‬
‫اﻟﻣﻧﺎﺳب ﻟﻠﻔﺋﺔ اﻟﻌﻣرﯾﺔ‪ .‬ﺷﺟﻌﮭم أﯾﺿًﺎ ﻋﻠﻰ اﻹﻋداد‪.‬‬
‫)ﺑرﻧﺎﻣﺞ اﻟﺷﻣول وﺑرﻧﺎﻣﺞ اﻷﻧﺳﺣﺎب(‪.‬‬
‫?‪Q/ What problems do some EFL/ESL teachers have in managing classroom interaction‬‬
‫س ‪ /‬ﻣﺎ ھﻲ اﻟﻣﺷﺎﻛل اﻟﺗﻲ ﯾواﺟﮭﮭﺎ ﺑﻌض ﻣﻌﻠﻣﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ ‪ /‬اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ﻓﻲ اأدارة‬
‫اﻟﺗﻔﺎﻋل اﻟﻔﺻول اﻟدراﺳﯾﺔ ؟‬
‫‪1- Problem of Time‬‬
‫‪Build time constraints into lesson plans. This includes estimating how much time it will‬‬
‫‪take to do each step in an activity. For example, to give instructions for a group task, set‬‬
‫‪up groups, and have students work on the task.‬‬
‫‪.١‬ﻣﺷﻛﻠﺔ اﻟوﻗت‬
‫ﺑﻧﺎء ﻗﯾود اﻟوﻗت ﻓﻲ ﺧطط اﻟدرس‪ .‬وھذا ﯾﺷﻣل ﺗﻘدﯾر ﻣﻘدار اﻟوﻗت ﺳوف ﺗﺗﺧذ ﻟﻠﻘﯾﺎم ﺑﻛل ﺧطوة ﻓﻲ اﻟﻧﺷﺎط‪ .‬ﻋﻠﻰ ﺳﺑﯾل‬
‫اﻟﻣﺛﺎل ‪ ،‬ﻹﻋطﺎء ﺗﻌﻠﯾﻣﺎت ﻟﻣﺟﻣوﻋﺔ ﻣﮭﻣﺔ ‪ ،‬إﻋداد ﻣﺟﻣوﻋﺎت ‪ ،‬وﺟﻌل اﻟطﻼب ﯾﻌﻣﻠون ﻓﻲ ھذه اﻟﻣﮭﻣﺔ‪.‬‬
‫‪2- Problem of getting students to use English in class‬‬
‫‪If we truly believe that students need to use English to learn English but they are not‬‬
‫‪doing so, we need to negotiate with them why it is important to use English in class. It is‬‬
‫‪important to gain their trust and commitment. We then are more likely to be successful‬‬
‫‪in implementing techniques that focus their attention on using English to learn English.‬‬
‫‪.٢‬ﻣﺷﻛﻠﺔ ﺟﻌل اﻟطﻼب ﯾﺳﺗﺧدﻣون اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻓﻲ اﻟﻔﺻل‬
‫إذا ﻛﻧﺎ ﻧﻌﺗﻘد ﺣﻘًﺎ أن اﻟطﻼب ﺑﺣﺎﺟﺔ إﻟﻰ اﺳﺗﺧدام اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻟﺗﻌﻠم اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ وﻟﻛن إﻧﮭم ﻻ ﯾﻔﻌﻠون ذﻟك ‪،‬‬
‫ﻧﺣﺗﺎج إﻟﻰ اﻟﺗﻔﺎوض ﻣﻌﮭم ﺣول أھﻣﯾﺔ اﺳﺗﺧداﻣﮫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻓﻲ اﻟﺻف‪ .‬ﻣن اﻟﻣﮭم ﻛﺳب ﺛﻘﺗﮭم واﻟﺗزاﻣﮭم‪ .‬ﻧﺣن‬
‫ﺑﻌد ذﻟك ﻣن اﻟﻣرﺟﺢ أن ﻧﻛون ﻧﺎﺟﺣﯾن ﻓﻲ ﺗﻧﻔﯾذ اﻟﺗﻘﻧﯾﺎت اﻟﺗﻲ ﺗرﻛز ﻋﻠﯾﮭﺎ اﻻﻧﺗﺑﺎه ﻋﻠﻰ اﺳﺗﺧدام اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻟﺗﻌﻠم‬
‫اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‪.‬‬
‫‪Q/ The "How Do I Get Students to Use English in Class ?" Problem‬‬
‫س‪ /‬ﻛﯾف أﺟﻌل اﻟطﻼب ﯾﺳﺗﺧدﻣون اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻓﻲ اﻟﻔﺻل ؟" ﻣﺷﻛﻠﺔ‬
‫‪I have met EFL/ESL teachers who strongly believe in an English only policy. Some believe‬‬
‫‪that to learn English, students need to interact only in English. When the goal is to get‬‬
‫‪students to use English much of the time a problematic goal teachers have tried a number‬‬
‫‪of things. Some put up signs that say, for example, " This is an English only zone !" Others‬‬
‫‪point at the student and say, "Speak English Others initiate a system in which students‬‬
‫‪can cash in poker chips at times they want to use their native language. Still others create‬‬
‫‪a fund in which students give a coin toward a class party each time they speak in their‬‬
‫‪native language.‬‬
‫ﻟﻘد ﻗﺎﺑﻠت ﻣﻌﻠﻣﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ ‪ /‬اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ اﻟذﯾن ﯾؤﻣﻧون ﺑﻘوة ﺑﺳﯾﺎﺳﺔ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‬
‫ﻓﻘط‪ .‬ﯾﻌﺗﻘد اﻟﺑﻌض أﻧﮫ ﻟﺗﻌﻠم اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ‪ ،‬ﯾﺣﺗﺎج اﻟطﻼب إﻟﻰ اﻟﺗﻔﺎﻋل ﺑﺎﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻓﻘط‪ .‬ﻋﻧدﻣﺎ ﯾﻛون اﻟﮭدف‬
‫ﻣن ذﻟك ھو ﺟﻌل اﻟطﻼب ﯾﺳﺗﺧدﻣون اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﺛﯾرًا ﻣن اﻟوﻗت ‪ ،‬ﻓﻘد ﺟرب ﻣدرﺳو اﻷھداف اﻟذﯾن ﯾﻌﺎﻧون ﻣن‬
‫ﻣﺷﺎﻛل ﻋددًا ﻣن اﻷﺷﯾﺎء‪ .‬وﺿﻊ اﻟﺑﻌض ﻻﻓﺗﺎت ﺗﻘول ‪ ،‬ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪" ،‬ھذه ﻣﻧطﻘﺔ إﻧﺟﻠﯾزﯾﺔ ﻓﻘط!" ﯾﺷﯾر آﺧرون‬
‫إﻟﻰ اﻟطﺎﻟب وﯾﻘوﻟون‪" :‬ﺗﺣدث اﻹﻧﺟﻠﯾزﯾﺔ‪ .‬ﯾﺑدأ اﻵﺧرون ﻧظﺎﻣًﺎ ﯾﻣﻛن ﻟﻠطﻼب ﻣن ﺧﻼﻟﮫ أن ﯾﺻرﻓوا ﻓﻲ ﻟﻌﺑﺔ اﻟﺑوﻛر ﻓﻲ‬
‫أوﻗﺎت ﯾرﻏﺑون ﻓﻲ اﺳﺗﺧدام ﻟﻐﺗﮭم اﻷم‪ .‬ﺑﯾﻧﻣﺎ ﻻ ﯾزال آﺧرون ﯾﻧﺷﺋون ﺻﻧدوﻗًﺎ ﯾﻣﻧﺢ اﻟطﻼب ﻓﯾﮫ ﻋﻣﻠﺔ ﻣﻌدﻧﯾﺔ ﻟﺣﻔﻠﺔ ﻓﻲ‬
‫ﻛل ﻣرة‪ .‬ﯾﺗﺣدﺛون ﺑﻠﻐﺗﮭم اﻷم‪.‬‬
‫‪If we truly believe that students need to use English to learn English but they are not‬‬
‫‪doing so, we need to negotiate with them why it is important to use English in class. It is‬‬
‫‪important gain their trust and commitment. They need to want to use English in class‬‬
‫‪because they see value in doing so. We then are more likely to be successful in‬‬
‫‪implementing techniques that focus their attention on using English to learn English.‬‬
‫إذا ﻛﻧﺎ ﻧﻌﺗﻘد ﺣﻘًﺎ أن اﻟطﻼب ﺑﺣﺎﺟﺔ إﻟﻰ اﺳﺗﺧدام اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻟﺗﻌﻠم اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻟﻛﻧﮭم ﻻ ﯾﻔﻌﻠون ذﻟك ‪ ،‬ﻓﺈﻧﻧﺎ‬
‫ﺑﺣﺎﺟﺔ إﻟﻰ اﻟﺗﻔﺎوض ﻣﻌﮭم ﺣول أھﻣﯾﺔ اﺳﺗﺧدام اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻓﻲ اﻟﻔﺻل‪ .‬ﻣن اﻟﻣﮭم ﻛﺳب ﺛﻘﺗﮭم واﻟﺗزاﻣﮭم‪ .‬ﯾﺣﺗﺎﺟون‬
‫إﻟﻰ اﺳﺗﺧدام اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻓﻲ اﻟﻔﺻل ﻷﻧﮭم ﯾرون ﻗﯾﻣﺔ ﻓﻲ اﻟﻘﯾﺎم ﺑذﻟك‪ .‬ﻣن اﻟﻣﺣﺗﻣل أن ﻧﻛون ﻧﺎﺟﺣﯾن ﻓﻲ ﺗطﺑﯾق‬
‫اﻟﺗﻘﻧﯾﺎت اﻟﺗﻲ ﺗرﻛز اھﺗﻣﺎﻣﮭﺎ ﻋﻠﻰ اﺳﺗﺧدام اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻟﺗﻌﻠم اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‪.‬‬
‫‪3- The " Name Remembering " problem‬‬
‫‪Names are important; learning a student's name shows that a teacher is interested‬‬
‫‪enough to know his or her name. One activity to remember students' names is to have‬‬
‫‪students interview each other in small groups (or pairs), and the teacher join each group.‬‬
‫‪.٣‬ﻣﺷﻛﻠﺔ " ﺗذﻛر اﻻﺳم "‬
‫اﻷﺳﻣﺎء ﻣﮭﻣﺔ ﺗﻌﻠم اﺳم اﻟطﺎﻟب ﯾدل ﻋﻠﻰ أن اﻟﻣﻌﻠم ھوﻣﮭﺗم ﺑﻣﺎ ﻓﯾﮫ اﻟﻛﻔﺎﯾﺔ ﻟﻣﻌرﻓﺔ اﺳﻣﮫ أو اﺳﻣﮭﺎ‪ .‬ﻧﺷﺎط واﺣد ﻟﺗذﻛر‬
‫أﺳﻣﺎء اﻟطﻼب ھو أن ﯾﻘﺎﺑل اﻟطﻼب ﺑﻌﺿﮭم اﻟﺑﻌض ﻓﻲ ﻣﺟﻣوﻋﺎت ﺻﻐﯾرة )أو أزواج( ‪ ،‬واﻟﻣﻌﻠم اﻻﻧﺿﻣﺎم إﻟﻰ ﻛل‬
‫ﻣﺟﻣوﻋﺔ‪.‬‬
‫‪Telegram.me/Misuo‬‬
‫‪Good Luck My Friends‬‬

Classroom Management: Teaching English As A Foreign or Second Language

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Classroom Management: Teaching English As A Foreign or Second Language

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‫‪TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE‬‬

‫س ‪ /‬ﻣﺎ ھﻲ إدارة اﻟﻔﺻول اﻟدراﺳﯾﺔ ؟‬

‫ﻛﯾف ﯾﻌطﻲ اﻟﻣﻌﻠم اﻟﺗﻌﻠﯾﻣﺎت ‪2.How the teacher gives instructions.‬‬

‫أﺟﻌل اﻟطﻼب ﻓﻲ ﻣﮭﻣﺔ ‪3.Keep students on task.‬‬

‫أﺻﻧﻊ ﻟﻐﺔ ﻣﻔﮭوﻣﺔ ‪4.Make language comprehensible.‬‬

‫? ‪Q/ What is the main goal of classroom management‬‬

‫س ‪ /‬ﻣﺎ ھو اﻟﮭدف اﻟرﺋﯾﺳﻲ ﻹدارة اﻟﻔﺻول اﻟدراﺳﯾﺔ ؟‬

‫‪The goal of classroom management is to create a classroom atmosphere conducive to‬‬

‫‪2.The Teacher's Question‬‬

‫? ‪Q/ How teacher can focus on their questioning behaviors‬‬

‫س ‪ /‬ﻛﯾف ﯾﻣﻛن ﻟﻠﻣﻌﻠم اﻟﺗرﻛﯾز ﻋﻠﻰ ﺳﻠوﻛﯾﺎت اﻷﺳﺋﻠﺔ اﻟﺧﺎﺻﺔ ﺑﮭم ؟‬

‫اﻟﻧظر ﻓﻲ أﻏراض اﻻﺳﺋﻠﺔ ‪1.Consider the purposes of questions.‬‬

‫اﻟﻧظر ﻓﻲ ﻣﺣﺗوى أﺳﺋﻠﺗﻧﺎ ‪2.Consider the content of our questions.‬‬

‫اﻟﻧظر ﻓﻲ وﻗت اﻷﻧﺗظﺎر ‪3.Consider wait time.‬‬

‫‪1.The purposes of questions‬‬

‫‪There are different purposes of question which are‬‬

‫ھﻧﺎك أﻏراض ﻣﺧﺗﻠﻔﺔ ﻟﻠﺳؤال وھﻲ‬

3.Compression check : A question to find out if a student understands. ( Do you

(‫ ) ھل ﺗﻔﮭم‬.‫ ﺳؤال ﻟﻣﻌرﻓﺔ ﻣﺎ إذا ﻛﺎن اﻟطﺎﻟب ﯾﻔﮭم‬: ‫ﻓﺣص اﻟﺿﻐط‬.٣

‫? ‪Q/ What are the content areas of the teachers questions‬‬

‫س ‪ /‬ﻣﺎ ھﻲ ﻣﺟﺎﻻت ﻣﺣﺗوى أﺳﺋﻠﺔ اﻟﻣﻌﻠﻣﯾن ؟‬

‫‪1.Study of Language : Questions that ask students about aspects of language.‬‬

‫‪For example, what is the past tense of eat .‬‬

‫‪.١‬دراﺳﺔ اﻟﻠﻐﺔ ‪ :‬اﻷﺳﺋﻠﺔ اﻟﺗﻲ ﺗﺳﺄل اﻟطﻼب ﺣول ﺟواﻧب اﻟﻠﻐﺔ‪.‬‬

‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻣﺎ ھو اﻟزﻣن اﻟﻣﺎﺿﻲ ﻟﻸﻛل ‪.‬‬

‫? ‪For example, did you do your homework‬‬

‫اﻷﺳﺋﻠﺔ اﻟﻣﺳﺗﺧدﻣﺔ ﻟﻠﺣﺿور ‪ ،‬وإرﺟﺎع اﻷوراق ‪ ،‬واﻻﺳﺗﻔﺳﺎر ﻋن اﻟﺟداول اﻟزﻣﻧﯾﺔ‪.‬‬

‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ھل ﻗﻣت ﺑﺄداء واﺟﺑك ؟‬

‫‪4.Life-General : Questions about the lives of group of people.‬‬

‫? ‪For example, how do people greet each other in Vietnam‬‬

‫‪.٤‬اﻟﺣﯾﺎة اﻟﻌﺎﻣﺔ‪ :‬أﺳﺋﻠﺔ ﺣول ﺣﯾﺎة ﻣﺟﻣوﻋﺔ ﻣن اﻟﻧﺎس‪.‬‬

‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻛﯾف اﻟﻧﺎس ﯾﺣﯾون ﺑﻌﺿﮭم اﻟﺑﻌض ﻓﻲ ﻓﯾﺗﻧﺎم ؟‬

‫‪5.Life-Personal : Questions about the life of individuals.‬‬

‫? ‪For example, What is your favorite kind of music‬‬

‫‪.٥‬اﻟﺣﯾﺎة اﻟﺷﺧﺻﯾﺔ ‪ :‬أﺳﺋﻠﺔ ﺣول ﺣﯾﺎة اﻷﻓراد‪.‬‬

‫ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل ‪ ،‬ﻣﺎ ھو اﻟﺧﺎص ﺑك ﻧوع ﻣن اﻟﻣوﺳﯾﻘﻰ اﻟﻣﻔﺿﻠﺔ ﻟدﯾك ؟‬

‫? ‪Q/ Why "wait time" is important after asking students a question‬‬

‫س ‪ /‬ﻟﻣﺎذا "وﻗت اﻻﻧﺗظﺎر" ﻣﮭم ﺑﻌد طرح ﺳؤال ﻋﻠﻰ اﻟطﻼب ؟‬

‫‪Because student participation may increase in the following ways :‬‬

‫ﻷن ﻣﺷﺎرﻛﺔ اﻟطﻼب ﻗد ﺗزﯾد ﺑﺎﻟطرق اﻟﺗﺎﻟﯾﺔ ‪:‬‬

‫‪1- The average length of students' responses might increase.‬‬

‫‪how to arrange a variety of classroom activities. We can choose to have students‬‬

‫‪.١‬ﻗد ﯾزﯾد ﻣﺗوﺳط طول إﺟﺎﺑﺎت اﻟطﻼب‪.‬‬

‫‪.٢‬ﯾﻣﻛن ﻟﻠطﻼب طرح اﻟﻣزﯾد ﻣن اﻷﺳﺋﻠﺔ‪.‬‬

‫‪.٣‬ﻗد ﯾﺗﻔﺎﻋل اﻟطﻼب ﻣﻊ ﺗﻌﻠﯾﻘﺎت ﺑﻌﺿﮭم اﻟﺑﻌض‪.‬‬

‫‪.٤‬ﻋدد اﻟردود اﻟﺻﺣﯾﺣﺔ ﯾﻣﻛن أن ﯾرﺗﻔﻊ‪.‬‬

‫‪.٥‬ﻗد ﯾﺟﻌل اﻟطﻼب اﺳﺗﻧﺗﺎﺟﺎت أﻛﺛر‪.‬‬

‫ﻛﯾﻔﯾﺔ ﺗرﺗﯾب ﻣﺟﻣوﻋﺔ ﻣﺗﻧوﻋﺔ ﻣن اﻷﻧﺷطﺔ اﻟﺻﻔﯾﺔ‪ .‬ﯾﻣﻛﻧﻧﺎ اﺧﺗﯾﺎر اﻟطﻼب‬

‫ﺗرﺗﯾب اﻟﻣﻘﺎﻋد اﻟﺗﻘﻠﯾدﯾﺔ ‪1- Traditional seating arrangement.‬‬

‫ﺷﺑﮫ داﺋرة ‪2- Semi-circle.‬‬

‫‪5- Back to back as they simulate a telephone conversation.‬‬

‫اﻟﻌودة اﻟﻰ اﻟوراء ﻷﻧﮭﺎ ﺗﺣﺎﻛﻲ ﻣﺣﺎدﺛﺔ ھﺎﺗﻔﯾﺔ‬

‫أزواج ﺟﻧﺑﺂ اﻟﻰ ﺟﻧب ‪6- Pairs side-by-side.‬‬

‫ﻣﺟﻣوﻋﺔ ﺻﻐﯾرة ﻣﺗﺳﺎوﯾﺔ ‪7- Equal small group.‬‬

‫ﻧﺻف وﻧﺻف ‪8- Half-and-Half.‬‬

‫‪Ways to Group Learners‬‬

‫‪By Ability and‬‬ ‫‪By Personality Factors‬‬

‫ﺑواﺳطﺔ ﻣﺳﺄﻟﺔ اﻟﺣظ‬ ‫ﺣﺳب اﻟﻣوﻗﻊ‬

Q/ How teachers can group their students in class ?

‫ ﻛﯾف ﯾﻣﻛن ﻟﻠﻣدرﺳﯾن ﺗﺟﻣﯾﻊ طﻼﺑﮭم ﻓﻲ اﻟﻔﺻل ؟‬/ ‫س‬

Fluent students with those who are or are not fluent.

.‫اﻟطﻼب ﺑطﻼﻗﺔ ﻣﻊ أوﻟﺋك اﻟذﯾن ھم أو ﻻ ﯾﺟﯾدون‬

Second : We can also randomly group students.